October 23, 2013

What:Bullying is often considered a repetitive form of peer aggression, and aggressive behaviors are often evaluated successfully through functional behavior assessment (FBA). FBA can help identify the functions of bullying behaviors, as well as identify socially appropriate target skills. This webinar explores both general and targeted strategies for conducting a functional behavior assessment for bullying behaviors, as well as strategies for implementing bully prevention within a PBIS framework.

September 26, 2013

What:This workshop will center on the definitions of bullying, the roles kids play and other types of aggressive behavior. Shame as a major contributing factor to each of the many roles in bullying will be explored. Prevention and response strategies will also be included as an important focus.

When:Tuesday, October 1, 20135:30 pm - 8:00 pm Mountain

Where:Montana State University Billings1500 University DriveBillings, MT 59101

November 30, 2012

What:This presentation from the Federal Partners in Bullying Prevention
Webinar Series will explore how local communities can activate
partnerships to create positive change in bullying prevention. HRSA’s
new Bullying Prevention Training Module and Community Action Toolkit
will be showcased, along with an overview of the vision behind this
train-the-trainer resource for community members of all different
backgrounds: elected officials, faith leaders, youth leaders, and
professionals in education, health and safety, law enforcement, child
care and out-of-school care, mental health and social services, local
recreation offices, as well as leaders of the local business community.
We all have a role to play in bullying prevention.

Participants will learn:

Community strategies that can be used to prevent and respond to bullying, including tips to mobilizeall stakeholders

How to use three new federal resources to educate community leaders about bullying prevention best practices, misdirections and action planning

How to organize a community event to address bullying and develop local solutions

We encourage attendees to submit questions in advance of the webcast.

What:This
presentation from the Federal Partners in Bullying Prevention Webinar
Series will explore how local communities can activate partnerships to
create positive change in bullying prevention. HRSA’s new Bullying
Prevention Training Module and Community Action Toolkit will be
showcased, along with an overview of the vision behind this
train-the-trainer resource for community members of all different
backgrounds: elected officials, faith leaders, youth leaders, and
professionals in education, health and safety, law enforcement, child
care and out-of-school care, mental health and social services, local
recreation offices, as well as leaders of the local business community.
We all have a role to play in bullying prevention.

LEARNING OBJECTIVES:Participants will be able to:

Articulate basic research about what bullying is, why it occurs and how it affects youth from elementary to high school;

Explain in concrete terms, the strategies that can be used to prevent and respond to bullying when working in the community;

Utilize
three new resources provided by the Federal Partners in Bullying
Prevention to educate other community leaders about bullying prevention
best practices, misdirections and action planning; and

Organize
a community event to raise broader public awareness about the issues
surrounding bullying and to develop local solutions that address them.

March 14, 2012

What: Teasing, taunting, bullying, harassment, and physical aggression are pervasive problems with children and adolescents across the country and in our communities today. To address these problems, schools need comprehensive, evidence-based, and ecologically-sound assessment to intervention approaches at the primary (e.g., whole school or school linked to community), secondary (e.g., early intervention groups for potential or "early-indication" bullies or victims), and tertiary (e.g., direct services for existing bullies) levels of prevention. This webinar will present strategies at each of these intervention levels using Project ACHIEVE's "Special Situation Analysis" approach.

More specifically, the webinar will discuss ways to leverage social skills training, peer-mediated approaches, school-wide accountability systems, school safety systems, and home-school collaboration such that teasing, taunting, bullying, harassment, and physical aggression is either prevented or addressed. Especially emphasized will be the importance of differentiating approaches to address the bullies, victims, and bystanders who are involved in these inappropriate interactions.

Participants will learn:

How school-based teasing, taunting, bullying, harassment, and physical aggression need to be addressed through comprehensive, evidence-based, and ecologically-sound assessment to intervention approaches at the primary, secondary, and tertiary prevention levels;

How to apply Project ACHIEVE's "Special Situation Analysis" approach to interventions at these three levels ;

How to leverage social skills training, peer-mediated approaches, school-wide accountability systems, school safety systems, and home-school collaboration to address these situations;

Why interventions need to focus on the bullies, victims, and bystanders who are involved in these inappropriate interactions.

January 18, 2012

What:Many schools and communities are struggling to find effective ways to prevent both bullying and suicidal behavior among youth. This webinar will provide the latest research and science on the relationship between bullying and suicide and will outline some of the shared risk and protective factors. The webinar will also discuss the main principles of a comprehensive whole school approach to bullying prevention. This presentation will be interactive, with opportunities to ask questions.

December 01, 2010

The NJ legislature has passed the nation's strongest anti-bullying bill of rights for students. The bill now goes to the Governor for his signature.

Bullied students are up to nine times more likely to have suicidal thoughts than non-bullied students, according to a 2008 Yale Medical School report. 32 percent of students 12 through 18 are bullied each year, according to a 2009 CDC report. The percentage of students bullied in New Jersey is one percent higher than the national average, according to a 2009 report by the U.S. Departments of Justice and Education.

Though New Jersey and 44 other states already have anti-bullying laws, experts say those laws largely follow a common model that lacks sufficient statewide standards to counter bullying in the real world. The "Anti Bullying Bill of Rights" corrects that problem with a sweeping overhaul of New Jersey's current anti-bullying law, enacted in 2002.

The Anti-Bullying Bill of Rights applies to schools from kindergarten through 12th grade, strengthens New Jersey's cyberbullying law, applies to bullying off school grounds that carries into schools, and has a section that applies to the state's public universities.

The Anti-Bullying Bill of Rights protects all students bullied for any reason. The legislation maintains the language of New Jersey's existing anti-bullying law, enacted in 2002, which enumerates protection of students based on their actual or perceived race, color, religion, ancestry, national origin, disability, gender, sexual orientation, gender identity or expression, and has clear language protecting students bullied for any other reason. The law will continue to apply to students bullied for any reason.

The Anti-Bullying Bill of Rights is so comprehensive, we highlight just a few of the provisions here. The legislation is the first in the US to:

Set firm statewide deadlines for incidents of bullying to be reported, investigated and resolved. Teachers and other school personnel will have to report incidents of bullying to principals on the same day as a bullying incident. An investigation of the bullying must begin within one school day. A school will have to complete its investigation of bullying within 10 school days, after which there must be a resolution of the situation.

Create a anti-bullying team at each school led by a designated anti-bullying specialist. Also serving on a school's anti-bullying team will be the principal, a teacher and a parent, and others appointed by the principal.

Grade every school on how well it is countering bullying – and requires that every school post its grade on the home page of its website. Every school will also be required to post on the home page of its website the contact information for the school's anti-bullying specialist.

Involve a cross-section of experts from academia and the not-for-profit sector in promulgating anti-bullying training of school personnel, ensuring that such training is state-of-the-art and kept updated.

Encompass bullying at public universities, which must create anti-bullying rules and procedures, and distribute them to every university student within seven days of the start of the fall semester.

The legislation also requires a school to notify the parents of all students involved in an incident, including the parents of the bully and the bullied student, and shall offer counseling and intervention services; incorporates instruction appropriate to each grade to counter bullying, and creates an annual school-wide Week of Respect during which each school will provide anti-bullying programming; and strengthens suicide prevention training for teachers, to include information on reducing the occurrence of suicide among bullied students.

May 11, 2009

Link: Study Children with special needs are more often the subject of bullying and exclusion, an area study found.
Researchers from the Medical University of South Carolina and The Citadel surveyed nearly 300 children aged 8-17 at clinics in the Charleston region.
"Parents often under- reported bullying and ostracism concerns," said lead author, Dr. Kimberly Twyman, a researcher in MUSC's Department of Pediatrics. She stressed the importance of asking children directly about these problems.
Children with learning disabilities, autism spectrum disorders, attention deficit/hyperactivity disorder, behavioral health problems and cystic fibrosis were compared with a control group of children with no diagnoses.
Nearly a quarter of elementary school students with behavioral health problems reported significant victimization, compared to 4 percent of the control group.
In middle and high school, 41 percent of the autism group reported significant victimization, as did nearly 25 percent of the attention deficit/hyperactivity group, compared to 4 percent of the control group.

January 27, 2009

Link: sciencedaily.comA new psychodynamic approach to bullying in schools has been successfully trialled by UCL (University College London) and US researchers. CAPSLE (Creating a Peaceful School Learning Environment) is a groundbreaking method focused more on the bystander, including the teacher, than on the bully or the victim.

Link: sciencedaily.comScienceDaily (Jan. 27, 2009) — A new
psychodynamic approach to bullying in schools has been successfully
trialled by UCL (University College London) and US researchers. CAPSLE
(Creating a Peaceful School Learning Environment) is a groundbreaking
method focused more on the bystander, including the teacher, than on
the bully or the victim.